Assessing informal learning in higher education: Instagram as a tool for a student-centred approach to popular music teaching.

This article examines the integration of popular music and informal learning strategies within Spanish higher education music classrooms, focusing on the use of Instagram as a tool for assessment. Conducted with initial teacher education students at the University of Sevilla, the research explores how Instagram facilitated peer learning, self-assessment, and the sharing of musical practice during a group project based on popular music repertoire. Findings indicate that Instagram supported student ownership of learning and enhanced social and informal learning dimensions without separating technical skill development from traditional practice. The study suggests that social media platforms like Instagram can serve as effective, student-directed tools for assessing informal learning in music education, while also acknowledging limitations related to privacy and applicability with younger students.